ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Ceramics A
GRADE LEVEL: 9, 10, 11, 12
CREATION DATE: January 2007
Essential Question, Concept or Theme: Introduction to Clay
PA Standards
Benchmark/Skills









Identify the basic properties of clay.
Understand traditional clay processes
and how they influence modern
techniques.
Develop a familiarity with the basic
tools used to work with clay.
Become familiar with the basic process
of preparing clay (wedging, mixing,
etc.).
Understand the way clay is used in
everyday objects.
Development of critical and creative
thinking skills
Use of vocabulary
Explain the historical, cultural, and
social context of an individual work.
Relate and analyze a work of art from
its historical and cultural perspective.
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Products:
 Abstract and
Representational clay
sculptures
 Functional Vessels
 Sketches and Reference
Photographs
 Templates
Performances:
 Verbal/written critique
Assessment:
 Class participation,
demonstrations, projects,
performance tasks, student
self-evaluation, rubrics,
sketchbook, teacher
evaluation
Materials
 Clays: earthenware,
stoneware, casting slip
 Glazes: low fire, underglaze,
overglaze, engobes
 Paints: acrylics, tempera,
watercolor, shoe polish, stains,
India ink
 Writing utensils: pencils, pens
 Miscellaneous: fabrics, metals,
glass, plaster, found objects,
wood
 Adhesives/binders: glue,
staples, nails
Resources


Experience Clay, Maureen
Mackey, Davis Publications,
Worcester, MA, 2003
(Textbook)
Ceramics Sourcebook, Errol
Manners, Chartwell Books,
Inc., Secaucus, NJ, 1990
(Resource)

Technology
 Computer work stations,
Video projector, digital
camera, VHS and DVD
Pottery and Sculpture 9
Page 1
Instructional Strategies
Learning Activities:
 Participate in teacher-led discussions
 Learn and demonstrate all safety considerations
and good work habits
 Observe teacher demonstrations of techniques
and processes.
 Demonstrate technical aspects of projects when
appropriate.
 Work on assigned projects for the allotted time.
 Engage in peer review and class discussion
while working.
 Observe and review resources provided by the
teacher.
 Locate and research additional resources.
 Participate in verbal critiques of artworks while
in process and when concluded, in whole class
setting and in individual review.
Instructional strategies:
 Demonstrate and show examples of the
technical aspect of each project, from student
and artist works. Note safety considerations.
 Distribute assignment sheets
 Discuss vocabulary, historical background, and
various cultural artists as they relate to the unit.
 Note safety considerations for use of studio
materials.
 Allow work time for students. Critique
preliminary sketches, allow for further work
time.
 Use in process art criticism with individuals
and groups
 Use individual critique as necessary.
 Assign and evaluate related assignments
(homework, sketchbook, journal, written work.)
 Refer to the theme questions and encourage
“BIG” questions as they relate to philosophic
-1-
November, 2003
Essential Question, Concept or Theme: Introduction to Clay
PA Standards
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies









Pottery and Sculpture 9
Page 2
and aesthetic issues.
Gather resource materials, examples, and AV
materials for unit
Arrange guest speakers and fieldtrips as
desired.
Prepare display boards, learning centers, and
visual aids for classroom use.
Discuss with students their prior knowledge of
the unit.
Use of various classroom management and
grouping methods for studio work sessions.
Evaluate the unit for future use.
At the conclusion of each unit and report
period, review and summarize student’s
individual progress as needed.
At the conclusion of each project, conduct art
criticism, referring to early class discussion of
historical and contemporary works and
examples.
Evaluate the unit for future use.
-2-
November, 2003
Essential Question, Concept or Theme: Introduction to Clay
PA Standards:
Adaptations/Inclusion Techniques
The instructor may use, but is not limited to…
Providing an outline of key points
Providing a calendar of events and due dates of projects
Providing small group instruction
Providing individual instruction
Adjusting requirements in terms of media or size
Providing visual reinforcement
Breaking tasks into manageable steps
Allowing extra time
Approx. Time Allotment:
Enrichment Strategies
Research of well known
artists who used ceramics
extensively
Research of careers that
require ceramics (pottery
production, industrial
applications, product design,
etc.)
Remediation Strategies
 Peer tutoring
 Extra time in art studio
 Re-teaching specific
components of the task
 Using visual aids
 Demonstrate techniques for
small groups or individual settings
Multicultural/Interdisciplinary
Connection
Use a variety of artists, cultures, and
genres as examples and to generate
lessons.
Independent study
Research of selected websites
(i.e., to determine
significance of ceramics in
various cultures and time
periods, to determine various
materials used to create
works in clay)
Pottery and Sculpture 9
Page 3
-3-
November, 2003
Essential Question, Concept or Theme: Hand-Built Forms: Pinching
PA Standards:
Benchmark/Skills





Understand how to use the basic
pinch method to create clay forms.
Experiment with pinching to achieve
a uniform and consistent form.
Understand the difference between
functional and non-functional objects
Become familiar with the pinch pot
process
Understand how to effectively join
two pieces of clay.
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Products:
 Functional Pinch Pots
 Hollow Pinch Forms (rattles,
whistles, jars, beads, etc.)
 Abstract and Representational
clay sculptures
 Functional Vessels
 Sketches and Reference
Photographs
Performances:
 Verbal/written critique
Materials
 Clays: earthenware, stoneware,
casting slip
 Glazes: low fire, underglaze,
overglaze, engobes
 Paints: acrylics, tempera, watercolor,
shoe polish, stains, India ink
 Writing utensils: pencils, pens
 Miscellaneous: fabrics, metals, glass,
plaster, found objects, wood
 Adhesives/binders: glue, staples, nails
Resources
Assessment:
 Class participation,
demonstrations, projects,
performance tasks, student selfevaluation, rubrics, sketchbook,
teacher evaluation


Experience Clay, Maureen Mackey,
Davis Publications, Worcester, MA,
2003 (Textbook)
Ceramics Sourcebook, Errol Manners,
Chartwell Books, Inc., Secaucus, NJ,
1990 (Resource)
Instructional Strategies
Learning Activities:
 Participate in teacher-led discussions
 Learn and demonstrate all safety
considerations and good work habits
 Observe teacher demonstrations of
techniques and processes.
 Demonstrate technical aspects of
projects when appropriate.
 Work on assigned projects for the
allotted time.
 Engage in peer review and class
discussion while working.
 Observe and review resources
provided by the teacher.
 Locate and research additional
resources.
 Participate in verbal critiques of
artworks while in process and when
concluded, in whole class setting and
in individual review.

Technology
Computer work stations, Video projector,
digital camera, VHS and DVD
Pottery and Sculpture 9
Page 4
Instructional strategies:
 Demonstrate and show examples of
the technical aspect of each project,
from student and artist works. Note
safety considerations.
 Distribute assignment sheets
 Discuss vocabulary, historical
background, and various cultural
artists as they relate to the unit.
 Note safety considerations for use of
studio materials.
 Allow work time for students.
Critique preliminary sketches, allow
for further work time.
 Use in process art criticism with
individuals and groups
 Use individual critique as necessary.
-4-
November, 2003
Essential Question, Concept or Theme: Hand-Built Forms: Pinching
PA Standards:
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies











Pottery and Sculpture 9
Page 5
-5-
Assign and evaluate related
assignments (homework, sketchbook,
journal, written work.)
Refer to the theme questions and
encourage “BIG” questions as they
relate to philosophic and aesthetic
issues.
Gather resource materials, examples,
and AV materials for unit
Arrange guest speakers and fieldtrips
as desired.
Prepare display boards, learning
centers, and visual aids for classroom
use.
Discuss with students their prior
knowledge of the unit.
Use of various classroom
management and grouping methods
for studio work sessions.
Evaluate the unit for future use.
At the conclusion of each unit and
report period, review and summarize
student’s individual progress as
needed.
At the conclusion of each project,
conduct art criticism, referring to
early class discussion of historical and
contemporary works and examples.
Evaluate the unit for future use.
November, 2003
Essential Question, Concept or Theme: Hand-Built Forms: Pinching
PA Standards:
Adaptations/Inclusion Techniques
The instructor may use, but is not limited to…
Providing an outline of key points
Providing a calendar of events and due dates of projects
Providing small group instruction
Providing individual instruction
Adjusting requirements in terms of media or size
Providing visual reinforcement
Breaking tasks into manageable steps
Allowing extra time
Enrichment Strategies
Research of well known artists
who used ceramics extensively
Research of careers that require
ceramics (pottery production,
industrial applications, product
design, etc.)
Independent study
Approx. Time Allotment:
Remediation Strategies
 Peer tutoring
 Extra time in art
studio
 Re-teaching specific
components of the task
 Using visual aids
 Demonstrate
techniques for small groups
or individual settings
Multicultural/Interdisciplinary
Connection
Use a variety of artists, cultures, and
genres as examples and to generate
lessons.
Research of selected websites
(i.e., to determine significance of
ceramics in various cultures and
time periods, to determine
various materials used to create
works in clay)
Pottery and Sculpture 9
Page 6
-6-
November, 2003
Essential Question, Concept or Theme: Hand-Built Forms: Coil Construction
PA Standards:
Benchmark/Skills







Understand how coiling has been
used throughout history.
Understand how the method of
coiling has evolved into other
processes.
Understand how to use the basic Coil
method to create clay forms.
Experiment with Coiling to achieve a
consistent and interesting form.
Become familiar with the coil process
Understand the difference between
functional and non-functional objects
Understand how to effectively join
two pieces of clay.
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Products:
 Functional Coil Vessels
 Abstract Coil Constructed clay
sculptures
 Sketches and Reference
Photographs
Performances:
 Verbal/written critique
Assessment:
 Class participation,
demonstrations, projects,
performance tasks, student selfevaluation, rubrics, sketchbook,
teacher evaluation
Materials
 Clays: earthenware, stoneware,
casting slip
 Glazes: low fire, underglaze,
overglaze, engobes
 Paints: acrylics, tempera, watercolor,
shoe polish, stains, India ink
 Writing utensils: pencils, pens
 Miscellaneous: fabrics, metals, glass,
plaster, found objects, wood
 Adhesives/binders: glue, staples, nails
Resources



Experience Clay, Maureen Mackey,
Davis Publications, Worcester, MA,
2003 (Textbook)
Ceramics Sourcebook, Errol Manners,
Chartwell Books, Inc., Secaucus, NJ,
1990 (Resource)
Maria: Indian Pottery of San
Ildefonso Finley-Holiday Film
Corporation, Whittier, CA (Video)

Technology
Computer work stations, Video projector,
digital camera, VHS and DVD
Pottery and Sculpture 9
Page 7
Instructional Strategies
Learning Activities:
 Participate in teacher-led discussions
 Learn and demonstrate all safety
considerations and good work habits
 Observe teacher demonstrations of
techniques and processes.
 Demonstrate technical aspects of
projects when appropriate.
 Work on assigned projects for the
allotted time.
 Engage in peer review and class
discussion while working.
 Observe and review resources
provided by the teacher.
 Locate and research additional
resources.
 Participate in verbal critiques of
artworks while in process and when
concluded, in whole class setting and
in individual review.
Instructional strategies:
 Demonstrate and show examples of
the technical aspect of each project,
from student and artist works. Note
safety considerations.
 Distribute assignment sheets
 Discuss vocabulary, historical
background, and various cultural
artists as they relate to the unit.
 Note safety considerations for use of
studio materials.
 Allow work time for students.
Critique preliminary sketches, allow
for further work time.
 Use in process art criticism with
individuals and groups
 Use individual critique as necessary.
-7-
November, 2003
Essential Question, Concept or Theme: Hand-Built Forms: Coil Construction
PA Standards:
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies











Pottery and Sculpture 9
Page 8
-8-
Assign and evaluate related
assignments (homework, sketchbook,
journal, written work.)
Refer to the theme questions and
encourage “BIG” questions as they
relate to philosophic and aesthetic
issues.
Gather resource materials, examples,
and AV materials for unit
Arrange guest speakers and fieldtrips
as desired.
Prepare display boards, learning
centers, and visual aids for classroom
use.
Discuss with students their prior
knowledge of the unit.
Use of various classroom
management and grouping methods
for studio work sessions.
Evaluate the unit for future use.
At the conclusion of each unit and
report period, review and summarize
student’s individual progress as
needed.
At the conclusion of each project,
conduct art criticism, referring to
early class discussion of historical and
contemporary works and examples.
Evaluate the unit for future use.
November, 2003
Essential Question, Concept or Theme: Hand-Built Forms: Coil Construction
PA Standards:
Adaptations/Inclusion Techniques
The instructor may use, but is not limited to…
Providing an outline of key points
Providing a calendar of events and due dates of projects
Providing small group instruction
Providing individual instruction
Adjusting requirements in terms of media or size
Providing visual reinforcement
Breaking tasks into manageable steps
Allowing extra time
Enrichment Strategies
Research of well known artists
who used ceramics extensively
Research of careers that require
ceramics (pottery production,
industrial applications, product
design, etc.)
Independent study
Approx. Time Allotment:
Remediation Strategies
 Peer tutoring
 Extra time in art
studio
 Re-teaching specific
components of the task
 Using visual aids
 Demonstrate
techniques for small groups
or individual settings
Multicultural/Interdisciplinary
Connection
Use a variety of artists, cultures, and
genres as examples and to generate
lessons.
Research of selected websites
(i.e., to determine significance of
ceramics in various cultures and
time periods, to determine
various materials used to create
works in clay)
Pottery and Sculpture 9
Page 9
-9-
November, 2003
Essential Question, Concept or Theme: Hand-Built Forms: Slab Construction
PA Standards:
Benchmark/Skills







Understand how to use the Slab
method to create clay forms.
Recognize the difference between
geometric and freeform shapes.
Experiment with Slab Construction to
achieve consistent and interesting
forms.
Become familiar with each step of the
Slab construction process.
Understand how slabs can be used to
create a variety of shapes.
Use Slabs to create functional and
non-functional objects
Understand how to effectively join
two pieces of clay.
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Products:
 Functional Slab Containers
 Abstract Slab Constructed clay
sculptures
 Relief and decorative tiles
 Sketches and Reference
Photographs
 Templates and Models
Performances:
 Verbal/written critique
Assessment:
 Class participation,
demonstrations, projects,
performance tasks, student selfevaluation, rubrics, sketchbook,
teacher evaluation
Materials
 Clays: earthenware, stoneware,
casting slip
 Glazes: low fire, underglaze,
overglaze, engobes
 Paints: acrylics, tempera, watercolor,
shoe polish, stains, India ink
 Writing utensils: pencils, pens
 Miscellaneous: fabrics, metals, glass,
plaster, found objects, wood
 Adhesives/binders: glue, staples, nails
Resources



Experience Clay, Maureen Mackey,
Davis Publications, Worcester, MA,
2003 (Textbook)
Ceramics Sourcebook, Errol Manners,
Chartwell Books, Inc., Secaucus, NJ,
1990 (Resource)
Maria: Indian Pottery of San
Ildefonso Finley-Holiday Film
Corporation, Whittier, CA (Video)

Technology
Computer work stations, Video projector,
digital camera, VHS and DVD
Pottery and Sculpture 9
Page 10
Instructional Strategies
Learning Activities:
 Participate in teacher-led discussions
 Learn and demonstrate all safety
considerations and good work habits
 Observe teacher demonstrations of
techniques and processes.
 Demonstrate technical aspects of
projects when appropriate.
 Work on assigned projects for the
allotted time.
 Engage in peer review and class
discussion while working.
 Observe and review resources
provided by the teacher.
 Locate and research additional
resources.
 Participate in verbal critiques of
artworks while in process and when
concluded, in whole class setting and
in individual review.
Instructional strategies:
 Demonstrate and show examples of
the technical aspect of each project,
from student and artist works. Note
safety considerations.
 Distribute assignment sheets
 Discuss vocabulary, historical
background, and various cultural
artists as they relate to the unit.
 Note safety considerations for use of
studio materials.
 Allow work time for students.
Critique preliminary sketches, allow
for further work time.
 Use in process art criticism with
individuals and groups
- 10 -
November, 2003
Essential Question, Concept or Theme: Hand-Built Forms: Slab Construction
PA Standards:
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies












Pottery and Sculpture 9
Page 11
- 11 -
Use individual critique as necessary.
Assign and evaluate related
assignments (homework, sketchbook,
journal, written work.)
Refer to the theme questions and
encourage “BIG” questions as they
relate to philosophic and aesthetic
issues.
Gather resource materials, examples,
and AV materials for unit
Arrange guest speakers and fieldtrips
as desired.
Prepare display boards, learning
centers, and visual aids for classroom
use.
Discuss with students their prior
knowledge of the unit.
Use of various classroom
management and grouping methods
for studio work sessions.
Evaluate the unit for future use.
At the conclusion of each unit and
report period, review and summarize
student’s individual progress as
needed.
At the conclusion of each project,
conduct art criticism, referring to
early class discussion of historical and
contemporary works and examples.
Evaluate the unit for future use.
November, 2003
Essential Question, Concept or Theme: Hand-Built Forms: Slab Construction
PA Standards:
Adaptations/Inclusion Techniques
The instructor may use, but is not limited to…
Providing an outline of key points
Providing a calendar of events and due dates of projects
Providing small group instruction
Providing individual instruction
Adjusting requirements in terms of media or size
Providing visual reinforcement
Breaking tasks into manageable steps
Allowing extra time
Enrichment Strategies
Research of well known artists
who used ceramics extensively
Research of careers that require
ceramics (pottery production,
industrial applications, product
design, etc.)
Independent study
Approx. Time Allotment:
Remediation Strategies
 Peer tutoring
 Extra time in art
studio
 Re-teaching specific
components of the task
 Using visual aids
 Demonstrate
techniques for small groups
or individual settings
Multicultural/Interdisciplinary
Connection
Use a variety of artists, cultures, and
genres as examples and to generate
lessons.
Research of selected websites
(i.e., to determine significance of
ceramics in various cultures and
time periods, to determine
various materials used to create
works in clay)
Pottery and Sculpture 9
Page 12
- 12 -
November, 2003
Essential Question, Concept or Theme: The Potter’s Wheel
PA Standards
Benchmark/Skills








Become familiar with the use of the
potter’s wheel in ceramic construction.
Understandwheel throwing methods:
centering, opening, widening, raising,
shaping, trimming, and footing
Understand how the wheel can be used
to create a variety of form.
Begin to develop proficient wheel
working skills.
Understand traditional wheel processes
and how they influence modern
techniques.
Develop a familiarity with the basic
tools used to while working on the
wheel.
Understand how the potter’s wheel has
evolved through out history.
Use of proper vocabulary in reference
to the process and tools used.
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Products:
 Functional Vessels (cups,
bowls, plates, etc.)
 Basic wheel thrown shapes
 Sketches and Reference
Photographs
Performances:
 Verbal/written critique
Assessment:
 Class participation,
demonstrations, projects,
performance tasks, student
self-evaluation, rubrics,
sketchbook, teacher
evaluation
Materials
 Clays: earthenware,
stoneware, casting slip
 Glazes: low fire, underglaze,
overglaze, engobes
 Paints: acrylics, tempera,
watercolor, shoe polish, stains,
India ink
 Writing utensils: pencils, pens
 Miscellaneous: fabrics, metals,
glass, plaster, found objects,
wood
 Adhesives/binders: glue,
staples, nails
Resources


Experience Clay, Maureen
Mackey, Davis Publications,
Worcester, MA, 2003
(Textbook)
Ceramics Sourcebook, Errol
Manners, Chartwell Books,
Inc., Secaucus, NJ, 1990
(Resource)

Technology
 Computer work stations,
Video projector, digital
camera, VHS and DVD
Pottery and Sculpture 9
Page 13
Instructional Strategies
Learning Activities:
 Participate in teacher-led discussions
 Learn and demonstrate all safety considerations
and good work habits
 Observe teacher demonstrations of techniques
and processes.
 Demonstrate technical aspects of projects when
appropriate.
 Work on assigned projects for the allotted time.
 Engage in peer review and class discussion
while working.
 Observe and review resources provided by the
teacher.
 Locate and research additional resources.
 Participate in verbal critiques of artworks while
in process and when concluded, in whole class
setting and in individual review.
Instructional strategies:
 Demonstrate and show examples of the
technical aspect of each project, from student
and artist works. Note safety considerations.
 Distribute assignment sheets
 Discuss vocabulary, historical background, and
various cultural artists as they relate to the unit.
 Note safety considerations for use of studio
materials.
 Allow work time for students. Critique
preliminary sketches, allow for further work
time.
 Use in process art criticism with individuals
and groups
 Use individual critique as necessary.
 Assign and evaluate related assignments
(homework, sketchbook, journal, written work.)
 Refer to the theme questions and encourage
“BIG” questions as they relate to philosophic
and aesthetic issues.
- 13 -
November, 2003
Essential Question, Concept or Theme: The Potter’s Wheel
PA Standards
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies









Pottery and Sculpture 9
Page 14
Gather resource materials, examples, and AV
materials for unit
Arrange guest speakers and fieldtrips as
desired.
Prepare display boards, learning centers, and
visual aids for classroom use.
Discuss with students their prior knowledge of
the unit.
Use of various classroom management and
grouping methods for studio work sessions.
Evaluate the unit for future use.
At the conclusion of each unit and report
period, review and summarize student’s
individual progress as needed.
At the conclusion of each project, conduct art
criticism, referring to early class discussion of
historical and contemporary works and
examples.
Evaluate the unit for future use.
- 14 -
November, 2003
Essential Question, Concept or Theme: The Potter’s Wheel
PA Standards:
Adaptations/Inclusion Techniques
The instructor may use, but is not limited to…
Providing an outline of key points
Providing a calendar of events and due dates of projects
Providing small group instruction
Providing individual instruction
Adjusting requirements in terms of media or size
Providing visual reinforcement
Breaking tasks into manageable steps
Allowing extra time
Approx. Time Allotment:
Enrichment Strategies
Research of well known
artists who used ceramics
extensively
Research of careers that
require ceramics (pottery
production, industrial
applications, product design,
etc.)
Remediation Strategies
 Peer tutoring
 Extra time in art studio
 Re-teaching specific
components of the task
 Using visual aids
 Demonstrate techniques for
small groups or individual settings
Multicultural/Interdisciplinary
Connection
Use a variety of artists, cultures, and
genres as examples and to generate
lessons.
Independent study
Research of selected websites
(i.e., to determine
significance of ceramics in
various cultures and time
periods, to determine various
materials used to create
works in clay)
Pottery and Sculpture 9
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